Instructors are frequently uncertain about the usefulness of methods to promote student-centered learning and uneasy about adopting new technologies such as clickers. We describe a study in which an honors biology instructor implemented clickers as a mechanism for students to complete in-class quizzes. To determine the usefulness of this approach, we investigated if clicker questions helped students perform better on similar exam questions, if class performance was improved when students used clickers, and if students perceived that clickers supported their class experience. The results indicate significantly higher percentages of students answering exam questions correctly with prior practice using clicker questions. In addition, student performance on midterm exams was significantly higher when clickers were used. Finally, students found clickers to be helpful for class preparation but not for exam preparation. The authors recommend clickers be used to provide students practice with questions of similar difficulty and requiring similar cognitive skills as exam questions and to promote student discussion.